ERIC Number: EJ1032923
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 47
Long-Term Effects of First-Grade Multitier Intervention
Al Otaiba, Stephanie; Kim, Young-Suk; Wanzek, Jeanne; Petscher, Yaacov; Wagner, Richard K.
Journal of Research on Educational Effectiveness, v7 n3 p250-267 2014
The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed.
Descriptors: Response to Intervention, Reading Achievement, Reading Comprehension, Longitudinal Studies, Comparative Analysis, Learning Disabilities, Special Education, Program Effectiveness, Screening Tests, Measures (Individuals), Student Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Authoring Institution: N/A
Identifiers - Location: United States (Southeast)